Abstract
This paper looks at the issue of early mathematics instruction and whether or not it needs to be delayed until the more general cognitive developmental abilities have appeared. The notion of ‘readiness’ is considered in relation to early mathematics. Evidence is examined on the question of whether or not logical abilities are necessary prerequisites for learning mathematics. A detailed description is given of the various competencies in numerical mathematics which preschoolers have demonstrated and the cognitive processes which are thought to be involved in the development of these competencies. The implications for mathematics learning are then discussed. The paper concludes by arguing that early mathematics instruction should, from the very beginning, include activities which are designed to facilitate children's understanding of number.
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